Ananda: Jurnal Pendidikan Anak dan Remaja

Analysis of Thinking and Language in the Cognitive Development of Santri Islamic Boarding School

Selamet Selamet, Faris Irfanuddin, Wantini Wantini — Wed, 18 Feb 2026 00:00:00 +0700

This qualitative field study investigated cognitive development among third-grade Madrasah Tsanawiyah students at Rumah Sajada Orphanage and Islamic Boarding School, Yogyakarta. Over five weeks the researcher observed seven pupils two selected purposively for detailed analysis during a one-hour formal lesson each week. Unstructured field notes were thematically analysed using Piaget’s Formal Operational Stage and the Islamic educational constructs of tadabbur, faqiha, and tadhakkur. Findings reveal a spectrum of formal-operational maturity: several students exhibited consistent abstract, deductive, and hypothetico-deductive reasoning, whereas others remained in transition. Routine tadabbur acted as a catalyst for executive-function growth, while adolescent egocentrism, manifested as an “imaginary audience,” occasionally constrained classroom discourse. Supportive teacher feedback and verse-based collaborative tasks reduced these barriers and promoted deeper reasoning. The study demonstrates that an integrated spiritual-academic environment can accelerate attainment of formal-operational competencies and enrich reflective language ability, providing empirically grounded recommendations for curriculum design in faith-based schools and similar educational contexts.

Analysis of Speech and Language Development in Early Childhood Students:Observational Assessment

Azka Aqillah Nasywa, Lilis Patmiah — Wed, 18 Feb 2026 00:00:00 +0700

This study aims to analyze the development of speech and language skills in early childhood based on the results of observations on a 4-year-old 11-month-old child named AZA. Observations were carried out for four weeks using instruments that refer to the indicators from Permendikbud No. 137 of 2014 paragraph 1, covering three main aspects: receptive language (the ability to understand language), expressive language (the ability to express language), and early literacy. The results showed that children's language skills developed gradually from the stage of Not Developing, Starting to Develop, to Developing As Expected in most indicators. Children show the ability to understand two instructions at the same time, listen to stories, express opinions, and recognize and write their own names. These findings show the importance of continuous stimulation from the home environment to support children's language development. This study confirms that the process of language development in early childhood requires a consistent, fun, and interactive approach to achieve optimal outcomes.

Analysis of Social Interaction of Inclusion Students at SMP Muhammadiyah

Nufitriani Kartika Dewi, Syifa Fauziyah — Wed, 18 Feb 2026 00:00:00 +0700

This study discusses the importance of social interaction in the context of inclusive education, especially for students with special needs at SMP Muhammadiyah. Social interaction not only plays a role in academic development, but also in the formation of students' character and social abilities. This study uses a descriptive qualitative approach with literature study techniques, observations, interviews, and documentation to examine the role of teachers and factors that affect the social interaction of inclusion students. The results of the study show that teachers have a central role in accompanying and facilitating students with special needs through adaptive learning strategies. In addition, support from peers and the school's social environment also contribute to the success of students' social interactions. Although there are still obstacles in the implementation of inclusive education, collaboration between teachers, students, and the school environment is considered to be able to create a learning environment that supports the optimal development of inclusive students.

The Impact of Short-Form Content Consumption on the Development of Interest and Reading Resilience in Alpha Generation Children

Dina Wicun, Djamaluddin Perawironegoro — Wed, 18 Feb 2026 00:00:00 +0700

This study aims to analyze the impact of short-form content consumption on reading interest and endurance among Generation Alpha children using a psychopedagogical approach. The research employed a qualitative method with a single case study design, focusing on an 8-year-old female elementary school student as the subject. Data were collected through naturalistic observation over six weeks and semi-structured interviews conducted in the third and sixth weeks with both the subject and parents. Thematic analysis was used to identify patterns related to reading behavior and the influence of short-form content consumption. The findings reveal that short-form content consumption significantly reduces reading interest through observational learning mechanisms that alter children's expectations toward information format, preferring content that is "fun and easy to understand." Additionally, reading endurance declined due to weakened delay of gratification abilities and attention system adaptation to rapid stimuli. The study concludes that this phenomenon represents cognitive adaptation to the digital environment rather than mere motivational issues, requiring strategic psychopedagogical interventions including gradual reading endurance training, self-regulation strengthening through mindfulness techniques, and educational approaches to limit short-form content consumption. These findings contribute to understanding the psychological mechanisms underlying digital media's impact on literacy development and provide practical implications for developing adaptive literacy approaches in the digital era.

The Use of Digital Technology in Adolescents in Islamic Religious Learning: An Interdisciplinary Approach

Suwarni Jayanti, Ma'rifah Ma'rifah, Sampara Palili — Wed, 18 Feb 2026 00:00:00 +0700

This study aims to analyze the use of digital technology in Islamic religious learning with an interdisciplinary approach involving the disciplines of education, psychology, technology, and Islamic studies. The research uses a research study method with a descriptive qualitative approach that emphasizes the understanding of phenomena, practices, and perceptions of teachers and students in a real context. Data was collected through observation, in-depth interviews, documentation, and literature studies, then analyzed thematically with reduction, presentation, triangulation, and verification procedures. The results of the study show that digital transformation has changed the learning method from lectures and face-to-face to interactive learning based on digital platforms such as LMS, Google Classroom, Zoom, and Islamic applications. The interdisciplinary approach ensures the integration of pedagogical, psychological, technological, and Islamic values so that learning is more innovative, humanistic, and relevant. Digital technology has been proven to increase access to religious information, learning motivation, flexibility, collaboration, and evaluation effectiveness, although it still requires digital literacy and teacher supervision. Thus, digital technology becomes a strategic instrument in improving the quality of Islamic learning that is adaptive, inclusive, and based on spiritual values.